How do you know that 7/8 is closer to one than 5/6? Next ask them to name another fraction that is closer to one than that.How do you know that fraction is close to one? Ask the students to name a fraction that is close to one but not more than one.In this session the students continue to develop their sense of the size of fractions in relation to the benchmarks of zero, half and one by coming up with fractions rather than sorting them. At the conclusion of the session, pairs of students could be challenged to solve the questions created by other pairs of students. During this task, take the opportunity to work with smaller groups of students and rectify any misunderstandings. This opportunity to investigate fraction benchmarks, in a relevant and meaningful context, will help to reinforce students’ understandings and can be used as formative assessment. Students could use the fractions provided in the earlier questions, or come up with a new list of fractions to use (or for another pair of students to use).
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